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References – Annotated
Yusug, Mudasiru O. “Information and Communication Technology and Education: Analysing the Nigerian National Policy for Information Technology.” International Education Journal 6.3 (2005): 316-21 

Abstract: This paper presents an analysis of the Nigerian National Policy for Information Technology. The analysis reveals that the policy is inadequate to impact positively on the Nigerian education system, and that the philosophical frame of reference is market driven. The policy places little emphasis on the integration and infusion of ICT in the country’s education system. Policy implications and suggestions are offered to ensure maximum use of ICT potentials in the Nigerian school system.

Hanushek, Eric A. Interpreting Recent Research on School in Developing Countries. Working Paper No. 3. University of Rochester, Jan. 1995. Web. 21 Apr. 2011.

Abstract: Schooling policy in developing countries has frequently been viewed as necessitating an undesirable choice – provide broad access or provide high quality schools. Recent evidence, however, suggests that is a very bad way to think about human capital development. Students respond to quality schools in was that lessen existing inefficiencies, perhaps even sufficiently to recoup immediately investments in quality. Promoting quality high schools is, nonetheless, more difficult than many have thought. This difficulty suggests that ineffiiency is only going to be tackled by introduction of substaincial performance incentives in schools and by more directed evaluation of educational experiments. Incentives, decentralized decision making, and evaluation are, of course, very alien terms to education, in both developed and developing countries. Yet, them seem to hold the key to improvement that has eluded policy makers pursuing traditional policies.

Desta, Amare. “Exploring the Extent of ICT in Supporting Pedagogical Practices in Developing Countries.” Ethopian E-Journal for Research and Innovation Foresight 2.2 (2010): 105-20. Web.

Abstract: Despite the improvements in the access to and use of ICT around the world, there is evidence which suggest that a persistent digital divide between and within countries.

Nowhere is the ICT gap more evident than in the education sector.  The main  stakeholders (i.e. students and educators) in developing countries often lack access to  computers and software, and educators are not always trained in how technology can  aid learning.

Furthermore there is a huge debate about the role and extent of the information and  communication technology  (ICT) in transforming the pedagogical practices –  especially in developing countries like Ethiopia.

Despite the fact that ICT related infrastructure in most developing nations are limited,  it has been claimed  that ICT based technologies has  the capacity to transform the provision of all higher education globally.  In order to investigate such claims, in this  paper, we review the existing literature with the aim of to carry out further an ethnographic based research at the Addis Ababa University (AAU) which is one of the oldest tertiary level education institutes in Africa with current enrolment of over 40,000 students in its regular and continuing education programs and at Unity
University which is the first privately owned institute of higher learning in  Ethiopia with current enrolment of over 7,000 students.